Clark Ashenhurst started teaching grade 9/10 in Kitchenuhmaykoosib Inninuwug in September 2017. Clark completed his Bachelor of Education at Nipissing University. He is originally from Uxbridge, Ontario.

Clark Ashenhurst teaching using a SMART Board in KI

Teachers are special people. The time and commitment that teachers have to give to be successful is never easy but always worthwhile. Teaching is always challenging, but teaching in an isolated northern community really takes a special touch, particularly when the teacher comes from a different set of circumstances and culture. Clark Ashenhurst, a teacher in his first year at the Aglace Chapman Education Centre in Kitchenuhmaykoosib Inninuwug (KI) is one of those special teachers. Though he was planning on teaching in a drive-in First Nation (one accessible year-round by car), he has found himself in KI, a fly-in First Nation in northern Ontario. Coming from Uxbridge, Ontario—a town not far from Toronto—Clark is demonstrating all the best qualities of a successful teacher already.

Student working in class

Clark utilizes a relationship-building approach in his classroom. As soon as the students in his grade 9 and 10 classes walk through his door, he’s quick to greet them and acknowledge them. He chit chats. He asks about their lives and families. He jokes around. He asks about why they missed class if they weren’t present the day before. The message to his students is clear: he sees them, respects them, and appreciates them. And then they get to work. In Clark’s classroom, no one is unnoticed. Every classroom has that one kid who can answer a teacher’s questions, but Clark makes a point of ensuring that he hears from all the students in his class. He doesn’t pressure them, but he does guide them when they struggle to come up with the answers. He goes back and works on the things they missed. He knows exactly which students were there on the day when he taught the lesson he is building upon, and he makes sure to adjust seating to allow the students to support each other. In short, he is receptive to his students, notices when they struggle, and adjusts to the room.

Clark teases his students with Teach For Canada mascot Goosey

But Clark isn’t their friend. He’s their teacher, and he makes sure that his standards are kept high. During his Native Studies class, he walked his students through a reading of selected clauses from Treaty 9, the treaty that applies to KI, as well as a huge swath of northern Ontario. Have you ever tried to read a government document? The level of legalese is always high, but when you’re reading a government document from the 1800s, it is even more so. And when English isn’t your first language, it’s even more of a challenge. But Clark takes his time and ensures that the students understand the material before he moves to the next section. He isn’t there simply trying to get through the material, as unsuccessful teachers do. He’s there to ensure that his students have a firm grasp on the subject matter and he cares enough to try different methods and make sure that his students leave his room with a better understanding and a better knowledge base than they had when they walked in.

Student working, wearing a hat

When visiting Clark’s classroom, it is immediately clear that he has developed relationships and trust with his students. His students make important personal connections that would not be possible without a clear understanding of the material. Clark also models humility, as seen when he asks a particularly bright and articulate student to check his spelling on a word, which reinforces the student’s confidence and shows that it’s ok to make mistakes. And that is how you reach students.

Clark is a humble, interested, adaptable, respectful, and considerate teacher doing what great teachers do best.

Clark makes a difference for his students by the minute.

Kelly O’Halloran has been teaching grade 4 in Deer Lake First Nation since September 2015. Originally from Keswick, ON, Kelly completed a Bachelor of Arts in Music and a Bachelor of Education at Laurentian University.

Day in and day out, whether on Facebook, Snapchat or Instagram, via cell phone, laptop or tablet, students everywhere are immersed in technology – posting status updates, using the newest filters and listening to their favourite music. Seeing this desire to always be plugged in, Kelly O’Halloran, grade 4 teacher at Deer Lake First Nation School, saw an incredible and exciting opportunity to incorporate her students’ love of technology into the classroom: by taking them on virtual field trips.

Through an interactive program called Connected North, Kelly has been able to bring the field trips to her students. For example, students participated in a virtual visit of the Royal Tyrrell Dinosaur Museum in Alberta to explore fossils. Students have also been speaking to different Indigenous peoples across Canada, from British Columbia to Nova Scotia, even as far north as Nunavut!

“Some of my fondest memories in school were going on field trips to further extend our knowledge of what we were learning in class. Students in remote First Nations communities do not get to experience going on field trips, which are a fun and regular activity in southern schools,” explained Kelly.

On the class’s most recent virtual field trip, students learned about sharks. Led by Maggie, an Ocean Expert, they travelled to the Mote Marine Laboratory in Sarasota, Florida – over 3000 km away!

The grade 4 students dove right into a lively discussion, unpacking common misconceptions about sharks that are spread largely through popular movies like Jaws. During a Family Feud style game, students answered “Fact vs. Myth” questions, which student Jaelyn Meekis said “was a lot of fun”. The students learned new facts, including that only an average of 25 people are bitten by sharks each year in the United States, and that it is actually more common for people to be injured by toilets. Yes, toilets — over 40,000 Americans are injured by toilets every year!

The class then dove deeper to learn about the more than 300 species of sharks, which have different shapes, habitats, and lifestyles. Many students had previously heard of the Great White Shark and were excited to learn about others. Desiree Beardy said, “My favourite shark was the Leopard Shark because it has spots.” A few other favourites were the Caribbean Lantern Shark which can glow in the dark and the Tasselled Wobbegong — a carpet shark with a name that is tons of fun to say out loud. For Samaria Meekis, “It was a lot of fun seeing the sharks get fed.”

Coming back to the surface, the virtual field trip ended with an interactive Q&A session where students asked questions such as why do sharks need their fins? (To move & steer when they are swimming.) Why do sharks have stripes or spots on their skin? (They serve as camouflage, to blend in with the ocean.)

“I liked being able to ask Maggie questions about sharks,” said Lexie Meekis.

Above all, through the creative integration of technology in the classroom, grade 4 students from Deer Lake First Nation School were encouraged and motivated to take control of their own learning. For Kelly, it was a wonderful opportunity to see her students engaged and having so much fun. No doubt at the end of the day, many of them shared those learnings on Facebook, Snapchat, Instagram and beyond.

Jordan Walker-Martin started teaching grade 3/4 in North Spirit Lake First Nation in September. Jordan did his undergraduate degree and his Bachelor of Education at Laurentian University in Sudbury. Jordan orginally hails from Barrie, Ontario.

Jump up, get down and move it all around! Words that have come to define Mr. Jordan’s grade 3/4 class in North Spirit Lake First Nation. The 18 movers and shakers that spend their days with Mr. J are almost always doing just that.

Their day often begins on the class carpet for stop number one: a game in which Mr. Jordan hides an item from the classroom in his little pink bag and students can ask 21 questions about it. As their curiosity bubbles, they learn about different types of questions that help them figure out what’s hiding in the bag. Once they figure out what is in the bag, students then ask Mr. J other questions about the item or about another item in the classroom, and, sometimes, about life in general. At their next stop, students will build on what they learned during this session of questions.

Stop number two: it’s time for these active learners to move on to the literacy circuit, which includes silent reading, journal writing, guided reading with Mr. J, and the ever popular “I Wonder” station. There, students have the chance to jump on their Chromebooks and look into the tricky questions that have been on their minds since the 21 questions game. Last week at the “I Wonder” station, students were busy learning how dinosaurs were born and how long it takes to get to the moon.

It’s almost time for recess and energy levels are rising. Perfect timing for stop number 3. Everyone heads to the front of the class for a daily crack at “Just Dance”. With the choreography up on the screen, all 18 hip hoppers and their funky teacher show off their moves before dancing out the door to recess. Phew! Time for a break.

YOU’RE IT! Everyone goes crashing into stop number four, which is outside on the field, where the routine game of freeze tag unfolds. Although Mr. Jordan’s long legs seem to give him an unfair advantage, his learners have become experts on how to dodge, dart, and scoot their way around him. As recess comes to an end, everyone is ready to roll back inside to warm up and refuel with a snack.

It’s now time for stop number five, the last stop of the morning: math. To complete a unit on subtraction, Mr. Jordan becomes host of his own game show, where contestants are urged to “COME ON DOWN!” to test their skills and review what they’ve learned on the board. As the contestants excitedly jot down answers to the game’s questions, their peers cheer them on and volunteer to face the next challenge. As the last contestant is called upon, the game ends with hands still up and students still ready to show the math questions who’s boss.

But the beloved lunch hour has finally arrived and, in a straight line, Mr. Jordan’s class heads out the door and down the hallway to pick up their lunches and catch the school bus home.

Research shows that tactile, kinesthetic learning improves classroom outcomes for most students. Mr. Jordan’s students are no exception. Since the beginning of the year, he has seen a significant increase in completed work, a sharp rise in reading stamina, and a newly fostered love for math. The energy and excitement Mr. J brings to his class every day is contagious and has, in a few short months, created an environment where students can have fun, are excited to learn, and actively participate in every part of the school day.